Live Blogging
Conference by Sue and Randy Pippen
What makes a good problem?

Multiple answers with justification

Correctness lies in the mathematical argument

Don't stop with just an answer

Multiple entry points

We're not questioning the student's answer, we're questioning the thinking behind it

Ask "Is that the only way?"

If you tell the answer first, students quit caring about the understanding.

Richer, requires more reasoning, a directed solution instead of just a single answer
Student yellow pages students write down a problem they missed and the
correct solution, making a note of where they went wrong or what they
didn't know how to do; write down new strategies they observe from
others during class
Teaching isn't telling it's listening. (Be Less Talkative...yeah!)
When students ask for help and we stand and watch them work, we are
sending the message that we don't think they can do it right on their
own. Offer a suggestion and then walk away.
The mantra of Common Core is fewer, higher, more focused. It's a
3legged stool: understanding, applications, and skills. It's highly
visual and connected with multiple representations. Three shifts: focus,
coherence, and rigor.
Common Core is about different representations: fractions will focus on
equivalent fractions, so threefourths is just as good as sixtheighths.
You won't see simplest form in the Common Core.
Fluency means fast and accurate not memorize.
Testing questions:

Single answer multiple choice

Multiple answer multiple choice

Extended response

Short answer

Drag and drop

Fill in the blank

Constructed response
Mimic the test in your own assessments by repeating the question stem
but asking a different question rather than one stem with a four part
question.
In error analysis, we focus on the mistake. Force students to decide if it is right or wrong, always asking for justification.
The goal is to prevent guessing.
Create problems where students find data from words, graphs, pictures combined not a paragraph. Break up reading into bullets.
Focus on structure rather than procedure.
Rather than teaching in pieces, delve into multiple parts at once, especially through multiple answer multiple choice questions.
Can you take the numbers away and focus on how to do it? (Problems Without Figures, Gillan, 1909)
CC starts visually and graphically. (Noticing and wondering. Yay Max!)
When graphical methods don't work, then there is a hook for teaching the
algebraic method. Is one method better than another depending on what
you're given? Explain. Graph first every time so you can see if you need
a different method.
Give the problem and the answer so students have to justify/explain/prove. Take the focus off of the end result.
New testing starts in spring 2015.
Teach conceptually don't teach rules!
Algebra I takes Algebra II concepts and introduces them graphically, asking for differences in order to make connections.
Give specific problems that lead students to the strategy and listen to other students' strategies.
Mathematical power and mathematical strategies through reasonable
problems that are properly structured. (Makes me thinks of Exeter!)
Standards now include the verb 'understand' which was never used before
because it couldn't easily be assessed through a multiple choice test.
Each standard is not a new event, but an extension of previous learning.
Use previous standards to launch later standards and build coherence.
If you value mental math, you can't force students to show work on every problem. It doesn't have to be all or nothing.
More indepth mastery of a smaller set of things pay off. If our
students were problem solvers, we could give them anything and they
could attack it. Exposure doesn't work in math.
Mastery doesn't mean memorize its knowing because you have worked with it SO MUCH.
Teach context first to create curiosity. Make sense of situations.
Standards with plus signs are not for ALL students. Consumer statistics
would be more useful for students who are not STEMcareer bound. A star
means it is a modeling standard.
Look for ways to use previous mathematics in service of new ideas rather than reteaching.
Use application problems to introduce a topic.
Our books give pieces and then ask them to put it together at the end.
The brain works opposite need to see the big picture in order to make
connections. Learning is making connections to what you already know
Wrong answers are part of the process too. What was the student thinking?
What Math Do All Students Need?

Understanding math

Doing math

Using math
CC constantly makes us go back to number sense to understand that algebra works because numbers work.
Write answers to word problems as a sentence so students think about their answers in context.
Let students choose the tools they need rather than handing it to them.
Use precise mathematical vocabulary, symbols, and notation. Constantly
connect to properties. The language comes after the concept. Use it
enough so that it needs to be named. Stop trying too make it easy make
it accurate. You have to accept student language in the development of
their ideas and thinking. But then go back and refine with precise
vocabulary in order to make their ideas mathematically accurate.
Be ready to extend problems. When you have scaffolded questions
prepared, give the next extension as students are ready that's
differentiation. Not a new problem, not more problems, but an extension
of the problem they are already working on.
3 Part Lesson Plan

Introduction

Investigation

Discussion and Processing Notes may be created as a result of discussion, practice may result from methods presented
Here is the powerpoint if you're still reading. It has some prototype questions of what the new test is supposed to look like and some ideas for rich tasks, plus some stuff I mentioned here and stuff I didn't.